Writing Rubrics

 

View FSA writing rubrics for the Spring  Writing Component 2015.

Both informative and argumentation 

Feel free to print the pdf. 

 

 

Check Chart Below for----Student Friendly Informatve Writing RUBRIC

 

CABRERA-REV. 9/4/14

 

 

 

 

PURPOSE/FOCUS/ORGANIZATION

(4 POINT RUBRIC)

ELABORATION/EVIDENCE

(4 POINT RUBRIC)

CONVENTIONS OF STANDARD ENGLISH

(2 POINT RUBRIC)

 

smiley4

 

I

N

F

O

R

M

A

T

I

V

E

The response is fully sustained and consistently focused within the purpose, audience, and task

 

CLEAR/EFFECTIVE

·         organizational structure

·         Clearly stated --controlling idea with little or no loosely related material

·         skillful use of a variety of transitional strategies

·         logical progression of ideas from beginning to end

·         satisfying introduction and conclusion

·         established and maintained appropriate style and objective tone

The response provides thorough and convincing

support/evidence for the controlling idea or main idea

EFFECTIVE

·         use of sources, facts, and details.  Smoothly integrated, thorough, and relevant evidence,

·         precise references to sources

·         use of a variety of elaborative techniques,

(including but not limited to definitions, quotations, and examples)

·         expression of ideas, using precise language

·         academic and domain-specific vocabulary clearly appropriate for the audience and purpose

·         various sentence structures creating language facility

TWO POINT RUBRIC BEGINS AT THE SCORE OF 2

 

indecision3

The response is adequately sustained and generally focused within the purpose, audience, and task;  has evident organizational structure with a sense of

Completeness

(Generally)ADEQUATE

·         clear and maintained controlling idea, though some loosely related material may be present

·         use of transitional strategies with

some variety to clarify the relationships between and among ideas

·         progression of ideas from beginning to end with a sufficient introduction and conclusion

·         established appropriate style and objective tone

The response provides adequate support/evidence for the

controlling idea or main idea

(Generally)ADEQUATE

·         use of sources, facts, and details.

·         integrated and relevant evidence from sources, though references may be general or imprecise

·          use of some elaborative techniques

 expression of ideas, employing a mix of precise and general language

·         domain-specific vocabulary generally appropriate for the audience and purpose

·         some variation in sentence structure

TWO POINT RUBRIC BEGINS AT THE SCORE OF 2

 

PURPOSE/FOCUS/ORGANIZATION

(4 POINT RUBRIC)

ELABORATION/EVIDENCE

(4 POINT RUBRIC)

CONVENTIONS OF STANDARD ENGLISH

(2 POINT RUBRIC)

 

frown2

The response is somewhat sustained within the purpose, audience, and task

loosely related or extraneous material

 

INCONSISTENT

·         organizational structure.

·         focused on the controlling idea but insufficiently sustained or unclear

·         use of transitional strategies with little variety

·         uneven progression of ideas from beginning to end

·          inadequate introduction or conclusion

The response provides uneven, cursory support/evidence for the controlling idea or main idea

PARTIAL/WEAK

·         use of sources, facts, and details

·         evidence from sources and erratic

              or irrelevant references

·         repetitive or ineffective use of elaborative techniques

·         Imprecise or simplistic expression of ideas

·         use of inappropriate domain-specific

               vocabulary

·         Most sentences limited to simple constructions

The response demonstrates an adequate command of basic conventions

SOME

·         minor errors in usage but no patterns of errors

·         adequate use of punctuation, capitalization, sentence formation, and spelling

angry1

The response is related to the topic but may

demonstrate little or no awareness of the purpose, audience, and task;

 

LITTLE OR NO

·         organizational structure

·         clear ideas

·         transitional strategies

             FREQUENT

·         extraneous ideas impeding

               understanding

·         too brief to demonstrate knowledge of focus or organization

The response provides minimal support/evidence for the controlling idea or main idea

 

LITTLE OR NO

·         use of sources, facts, and details?

·         relevant evidence from the source material

·         expression of ideas ---is vague, unclear, or confusing

·         appropriate language or domain specific  vocabulary

FREQUENT

·         simple sentence constructions

The response demonstrates a partial command of basic conventions

 

VARIOUS/INCONSISTENT

·         errors in usage

·         use of correct punctuation, capitalization, sentence formation, and spelling

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0

0

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